Relevant bibliographies by topics / Art-based education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Art-based education'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Art-based education"

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Spratt, Frederick. "Art Production in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 197. http://dx.doi.org/10.2307/3332749.

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Kleinbauer, W. Eugene. "Art History in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 205. http://dx.doi.org/10.2307/3332750.

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Risatti, Howard. "Art Criticism in Discipline-Based Art Education." Journal of Aesthetic Education 21, no. 2 (1987): 217. http://dx.doi.org/10.2307/3332751.

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Stinespring, John A. "Discipline-Based Art Education and Art Criticism." Journal of Aesthetic Education 26, no. 3 (1992): 106. http://dx.doi.org/10.2307/3333019.

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Sevigny, Maurice J. "Discipline-Based Art Education and Teacher Education." Journal of Aesthetic Education 21, no. 2 (1987): 95. http://dx.doi.org/10.2307/3332747.

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Đuković, Anđela, Ivana Mrvoš, and Ivica Radovanović. "Education based on art as inclusive education." Inovacije u nastavi 33, no. 2 (2020): 1–14. http://dx.doi.org/10.5937/inovacije2002001d.

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Al-Amri, Mohammed. "Multidiscipline-based Art Education Model." International Journal of the Arts in Society: Annual Review 6, no. 4 (2011): 77–92. http://dx.doi.org/10.18848/1833-1866/cgp/v06i04/36076.

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Greer, W. Dwaine. "Developments in Discipline-Based Art Education (DBAE): From Art Education toward Arts Education." Studies in Art Education 34, no. 2 (1993): 91. http://dx.doi.org/10.2307/1320446.

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Clark, Gilbert A., Michael D. Day, and W. Dwaine Greer. "Discipline-Based Art Education: Becoming Students of Art." Journal of Aesthetic Education 21, no. 2 (1987): 129. http://dx.doi.org/10.2307/3332748.

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Graham, Mark A. "Art, Ecology and Art Education: Locating Art Education in a Critical Place-based Pedagogy." Studies in Art Education 48, no. 4 (July 2007): 375–91. http://dx.doi.org/10.1080/00393541.2007.11650115.

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Dissertations / Theses on the topic "Art-based education"

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Springborg, Claus. "Art-based Methods in Management Education." Thesis, Cranfield University, 2014. http://dspace.lib.cranfield.ac.uk/handle/1826/9212.

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The purpose of this dissertation is to develop explanatory theory for the learning processes facilitated by art-­‐based methods in management education (ABMs). Such theory is important because managerial educators increasingly use ABMs, and without a well-­‐developed theory it may be difficult to realise these methods’ full potential. Current research on ABMs uses theories from other fields but generally sees ABMs as methods for making important information available for reflection, e.g. information about unconscious assumptions, aesthetic experience, or non-­‐propositional or tacit knowledge. This shows that the field is grounded in a representationalist view of cognition. This view of cognition makes it difficult to explain certain themes in the research field, such as, the importance of staying with the senses without reflecting, aesthetic agency, and the process of making. I therefore asked: What insights can be gained from exploring ABMs, using theories grounded in the embodied view of cognition, in particular Conceptual Metaphor Theory (CMT) (Lakoff & Johnson, 1999) and simulation theories (Barsalou, 2008). For the empirical work, I used an experimental design with 60 managers from Danish companies. All participants selected problems from their work they perceived as important, yet unsolvable. They were randomly divided into three groups: Two groups using different ABMs to address problems and a comparison group where no ABM was used. The experiment indicated that 1) creating new metaphors for a problem based on different sensory metaphors enabled the participants to import behaviour from contexts unrelated to the problematic situation, and 2) focusing on sensory experience enabled participants to remove judgments about self or others. Furthermore, the experiment indicated that learning outcomes reflected participants’ experience of the concrete learning intervention. These findings contribute to CMT by suggesting that it is possible to formulate relationships between changes in metaphors and specific learning outcomes. They contribute to ABM by suggesting that experiences that participants have during ABMs are later used as tools for structuring other experiences – not merely as data for reflection.
ESRC (Economic and Social Research Council)
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Langdon, Elizabeth Ann. "Place-Based and Intergenerational Art Education." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011804/.

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This qualitative inquiry explored how art educators might broaden their views of place through critical encounters with art, local visual culture, and working with older artists. I combined place-based (PB) education and intergenerational (IG) learning as the focus of an art education curriculum writing initiative with in-service art educators within a museum setting to produce PBIG art education. This study engaged art educators in cooperative action research using a multi-modal approach, including identifying and interviewing local artists to construct new understandings about local place and art to share with students and community. I used critical reflection in our cooperative action research by troubling paradoxes in local visual culture, which formed views of place including Indigenous cultures. Using Deleuze's Logic of Sense (LOS) theories of sense and event, enabled concept development through embracing the paradoxes of this research as sense producing. LOS theory of duration complements IG learning by clarifying the contributions of place and time to memory and experience. Duration suggests that place locates the virtual past, which is actualized through memories--one of the shared experiences of IG learning. Rethinking IG relationships as a sharing of experience and memory while positioning place as a commonality, dismantles ageist notions by offering alternatives to binary thinking about old and young. By triangulating participant data based on the extended epistemology of cooperative action research and Deleuze's pure event, I assess the credibility of participant learning. Critical reflection in cooperative action research combined with LOS theory is significant because the reflective aspect of action research aligns with Deleuze's pure event. Vital curricula and teacher praxes resulted when participants integrated localized experiences of place through older artists' memories and art.
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Lutkus, Lauren Julia. "Holistic Approaches to Art Education: A Case Study of Choice-based Art Education." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1564572381222662.

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Preira, Jamie. "Indoor Nature-Based Art Activities| The themes students discuss while creating nature-based art." Thesis, Prescott College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10276991.

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When children can understand their surrounding environments (whether it be the natural environment or their built environment) it is said that they can connect more deeply and have a heightened awareness of their surroundings (Kelly, 2013). This connection and heightened awareness can open their eyes to prevalent environmental issues, increasing their sense of social responsibility. The research on this type of learning generally occurs in formal institutions (i.e., a school), non-formal centers (i.e., at an outdoor education center), or informal meeting places (i.e., at a park with a parent). I conducted a primarily qualitative study?utilizing arts-based research (ABR) methods and environmental art education theory?to better understand school-aged children?s (5-10 years of age) engagement with nature during indoor nature-based art classes. I observed children within a small, mountain-town school (Kindergarten ? 5th grade) while they engaged in various artistic activities such as drawing, finger painting, and watercolor. My purpose was to gauge whether indoor nature-based art activities compelled elementary aged children to engage in meaningful conversation about nature. I assessed meaningfulness by the structure of their sentences and topics of their discussions that ensued. This assessment included looking for changes over time in students? reaction to the art they were creating and the subsequent connections they were making. Results demonstrate that students are deeply engaged in their artwork and talk mostly about memories related to nature and what aspects of nature their artwork inspires. Given that these activities provoked students to be thinking about nature, schools may want to consider conducting similar activities if they are unable to provide quality time outdoors for their students but want to help their students maintain a nature connection.

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Brown, Holly Beth. "Social Justice and Community-Based Art Education." Thesis, The University of Arizona, 2010. http://hdl.handle.net/10150/193320.

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Both in and out of the classroom, critically discussing and exploring the issues of gender, race, power, equality, and social justice can be a social and emotional minefield for educators and students alike. In politically charged times, escaping pre-formulated reactions and creating real change and empathy can seem a nearly impossible task. Some educators have turned to the visual and creative arts to provide students with emotional connectedness, visceral responses, and modes of self-expression. In this study, I examine two education programs to understand the effectiveness of social justice pedagogical methods using phenomenological research. My focus is on the educators' experiences, influences, and personal pedagogies. I plan to highlight three successful programs to better understand how complex and emotional issues can be better explored through art and visual culture and how other educators can adapt these methods to their own classrooms.
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Myers, Sally Ann 1948. "DISCIPLINE-BASED ART EDUCATION FOR PRESERVICE ELEMENTARY TEACHERS." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275293.

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Mazzola, Gaia. "Meeting Phenomenon-Based Learning : Insights from Art Education." Thesis, Konstfack, IBIS - Institutionen för bild- och slöjdpedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7344.

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The most recent Finnish national curriculum for basic education was implemented starting from 2016. The curriculum calls for the development of learners’ transversal competences, which are built on the broader discourse on 21st century skills and challenges. Phenomenon-based learning, as a multidisciplinary approach, was formulated to address the new Finnish curriculum, in order to help regular subject teaching to tackle the transversal competences. As an artist, art educator and researcher, my interest was directed towards the understanding of phenomenon-based learning from an art-educational perspective. Therefore, this study brings insights from art education to phenomenon-based learning, in order to open a discussion on the following questions: where do art education and phenomenon-based learning meet? And following, how could teachers and learners benefit from this encounter? A post-structuralist view on art education forms the researcher’s perspective within the study. Methodologically, a post-structural positioning was also taken, relying on the a/r/tographical approach. A/r/tography is a performative arts-based research methodology that recognizes the complexity of situations and articulates in-between them. An arts-based workshop worked as a platform for exploration. Framed within a phenomenon-based project, the workshop was conducted in collaboration with a class of 6th graders and their teacher, in the City of Espoo, Finland. The a/r/tographical toolkit, built on visual and performative ethnography, worked alongside workshopping as methods of data collection and being with the material. The collected data include: visual and written field notes, video recordings, audio recordings, a written questionnaire and a semi-structured interview. Performing the material through theory revealed that art education and phenomenon-based learning meet in the concepts of multidisciplinarity and engagement, through different entanglements. The study suggests that the encounter between art education and phenomenon-based learning could benefit teachers and learners in different ways. In addition, the situation experienced in this study holds some interesting challenges that leave space for further developments.
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Ciborek, Beth. "Beyond Walls: A Study of Nature Based Art Education." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1247941239.

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Thesis (M.F.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed March 31, 2010). Advisor: Linda Hoeptner Poling. Keywords: art education and nature; environmental art education; art; art education; outdoor art education; nature based art education. Includes bibliographical references (p. 117-118)
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Andrus, Raquel Malia. "A Maoli-Based Art Education: Ku'u Mau Kuamo'o 'Ōlelo." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3899.

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Leaders in K-12 education in Hawai'i are increasingly advocating for and utilizing the culture and knowledge of the kānaka Maoli, the native people of these islands, as a context for learning in a variety of curricular disciplines and approaches (Benham & Heck, 1998; Kani'iaupuni, Ledward & Jensen, 2010; Kana'iaupuni & Malone, 2006; Kahakalau, 2004; Meyer, 2004). To expand upon this trend, this thesis uses a combination of autoethnographic and critical indigenous methodologies to present a personal narrative that looks specifically at approaching art education from a Maoli perspective. Through extensive participant/observer reflections, two place-based and culture-based art education experiences are juxtaposed with an experience working on a culturally-based collaborative mural project. Four significant kuamo'o, a concept which holds multiple meanings, including: "backbone, spine; road, trail path; custom, way," (Puku'i & Elbert, 1986), emerge as significant markers of meaningful Maoli-based art education: 1) mo'oku'auhau, genealogy and acknowledgement of those who have come before us, 2) mo'olelo, stories which belong to our place, 3) an idea that I am labeling pili ka mo'o, which literally means, the lizard is intertwined but can be translated through metaphor to mean someone who is intimate and deeply connected, and 4) aloha, a profound and honest love.
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Riggs, Coragene 1938. "DISCIPLINE-BASED ART EDUCATION GUIDELINES FOR OLDER ADULTS (GERONTOLOGY)." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276362.

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Books on the topic "Art-based education"

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London, Peter. Step outside: Community-based art education. Portsmouth, NH: Heinemann, 1994.

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Kay, Alexander, Day Michael 1938-, and Getty Center for Education in the Arts., eds. Discipline-based art education: A curriculum sampler. Los Angeles, CA: Getty Center for Education in the Arts, 1991.

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Henning, John E. The Art of Discussion-Based Teaching. London: Taylor & Francis Inc, 2007.

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Learning in and through art: A guide to discipline-based art education. Los Angeles, Calif: Getty Education Institute for the Arts, 1998.

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The DBAE handbook: An overview of discipline-based art education. Santa Monica, Calif: Getty Center for Education in the Arts, 1992.

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Eisner, Elliot W. The role of discipline-based art education in America's schools. Los Angeles, Calif: Getty Center for Education in the Arts, 1986.

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Dobbs, Stephen M. The DBAE handbook: An overview of discipline-based art education. Santa Monica, CA: Getty Center for Education in the Arts, 1991.

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Getty Center for Education in the Arts., ed. The role of discipline-based art education in America's schools. Los Angeles, Calif: Getty Center for Education in the Arts, 1988.

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Eisner, Elliot W. The role of discipline-based art education in America's schools. Los Angeles: Getty Center for Education in the Arts, 1985.

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B, Jaquith Diane, ed. Engaging learners through artmaking: Choice-based art education in the classroom. New York: Teachers College Press, 2009.

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Book chapters on the topic "Art-based education"

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Wall, Tony, Eva Österlind, and Julia Fries. "Art-Based Teaching on Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 1–8. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-63951-2_195-1.

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Wall, Tony, Eva Österlind, and Julia Fries. "Art-Based Teaching on Sustainable Development." In Encyclopedia of Sustainability in Higher Education, 43–50. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11352-0_195.

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Favella, Clara Diletta. "Creative Art-Based Projects in Inclusive Education." In Special Educational Needs and Inclusive Practices, 143–61. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-857-0_8.

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Pringle, Emily. "The art museum as a site for practice-based research." In Debates in Art and Design Education, 185–95. Second edition. | Abingdon, Oxon ; New York, NY : Routledge,2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429201714-11.

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Eidsaa, Randi Margrethe. "Art-Based Inquiry as a Method in Creating Artistic Performances Based on Historical Narratives." In Narratives and Reflections in Music Education, 207–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28707-8_16.

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Machado, Cristiana Lopes, and Tania Stoltz. "Art, Creativity and Socio-Emotional Development of High Ability/Gifted Students: Considerations Based on Vygotsky." In Education – Spirituality – Creativity, 259–73. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-32968-6_14.

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Rege, Robert V. "Developing a State-of-the-Art Simulation-Based Education Center." In Comprehensive Healthcare Simulation: InterProfessional Team Training and Simulation, 157–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28845-7_11.

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Nakamura, Mia, and Hazuki Kosaka. "Facilitation-Based Distributed Creativity: The Inari Chorus Performance at the Itoshima International Art Festival." In Creativity in Music Education, 137–50. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-2749-0_11.

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Chen, BingWen, WenWei Wang, and QianQing Qin. "Infrared Target Detection Based on Spatially Related Fuzzy ART Neural Network." In Advances in Computer Science, Environment, Ecoinformatics, and Education, 55–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23321-0_9.

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Leung, Suzannie K. Y., Kimburley W. Y. Choi, and Mantak Yuen. "Creative Digital Art: Young Children’s Video Making Through Practice-Based Learning." In Embedding STEAM in Early Childhood Education and Care, 41–63. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65624-9_3.

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Conference papers on the topic "Art-based education"

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Wei, Liangliang. "Research on the Mode of Chinese Art Education History Based on Art." In 2020 International Conference on Language, Art and Cultural Exchange (ICLACE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200709.036.

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Liyan, Tian, Li Xin, and Yuan Jiazheng. "Witkey websites based education of art and design." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887245.

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Leming Fan. "Algorithm Based Graphic in art design and education." In 2010 IEEE 11th International Conference on Computer-Aided Industrial Design & Conceptual Design 1. IEEE, 2010. http://dx.doi.org/10.1109/caidcd.2010.5681235.

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Xiehai, Song, and Song Wei. "Research of art design CAI platform based on Wiki." In Education (ICCSE 2010). IEEE, 2010. http://dx.doi.org/10.1109/iccse.2010.5593478.

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Sakre, Tantra, and Herman Sugianto. "Art-Based Community in Surabaya as an Alternative Art Learning Media for Student." In 2nd International Conference on Arts and Design Education (ICADE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200321.034.

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Wei, Liangliang. "“Passive” and “Active”: Discussing Two Modes of Traditional Art Education Based on Chinese Art Concept." In International Conference on Mental Health and Humanities Education (ICMHHE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200425.038.

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Bannò, Mariasole, and Giorgia Maria D'Allura. "Art-based methods: Theatre Teaches and Business Theatre." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9249.

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The paper aims to investigate the use of arts in teaching, specifically the art of theater, to provide the new skills searched from the job market. Our work compares the two experiences of the Theatre Teaches performed at University of Brescia and of Business Theatre at University of Catania. The idea of the paper is based on the scientific collaboration among the two co-authors involved, during the last 10 years, on the development of innovative method of teaching focused on non- technical skills. After depicting the incumbent needs of non-technical skills searched from the job market, the comparison on the use of theatre in the two Universities highlighted how both methods support the development of relational, cognitive and managerial soft skills, even if in a different way: when using Theatre Teaches the major skills concern the cognitive ones, while when using Business Theatre the major skills concern the relational ones. Furthermore, it emerges that Theatre Teaches is more effective with cognitive engagement while Business Theatre with emotional engagement. Both are effective in the behavioral engagement (i.e. physical participation in an activity), which emerges as the distinctive characteristic of theatre art-based method.
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Cao Chunxiao and Yan Jie. "Notice of Retraction: Research of quality education based on the art designing education." In 2010 International Conference on Educational and Information Technology (ICEIT 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5608396.

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"Development of Art Education Based on Inheritance of Traditional Culture." In 2020 International Conference on Educational Training and Educational Phenomena. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000939.

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Xiong, Zhen, Lin Zhi, and Jie Jiang. "Research on Art Education Digital Platform Based on Big Data." In 2019 IEEE 4th International Conference on Big Data Analytics (ICBDA). IEEE, 2019. http://dx.doi.org/10.1109/icbda.2019.8712837.

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Reports on the topic "Art-based education"

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Sena Rivas, WR, S. Casillas Martín, M. Cabezas González, and A. Barrientos. Educommunication in the context of youth and adult education in Latin America: A state of the art based on a systematic literature review. Revista Latina de Comunicación Social, January 2019. http://dx.doi.org/10.4185/rlcs-2019-1325en.

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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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